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ACCESSIBILITY

MANUAL 2019-2020 ELA, MATHEMATICS, AND SCIENCE

Publication Date: 08/01/2019

All screenshots, data dictionaries, and templates shown or referred to in this manual are

accurate on the publication date noted above.

When this manual is updated, the publication date will also be updated. A summary of

changes is included in the Appendix under Document History.

D Y N A M I C L E A R N I N G M A P S ® C O N S O R T I U M

C O P Y R I G H T © 2 0 1 9


Dynamic Learning Maps® Consortium. (2019). Accessibility manual for the Dynamic

Learning Maps® alternate assessment, 2019–2020. Lawrence, KS.

A special thanks to our state partners who provided helpful feedback and to Pat

Almond for her assistance with conceptualizing accessibility for the Dynamic Learning

Maps Alternate Assessment System. We are grateful for everyone’s time and efforts to

improve this document.


FINDING HELP

When the information in this manual and resources from your state Dynamic Learning

Maps® webpage (www.dynamiclearningmaps.org) do not lead to solutions, these

contacts can provide additional support.

HINT: Print this page and keep it handy!

For these topics: Contact:

Kite ® Student Portal installation

General computer support

Internet availability

Display resolution

Issues with sound, headphones, speakers, etc.

Local technology

representative

How to use Student Portal and Educator Portal

Training requirements

Assessment questions

Assessment scheduling

Test invalidation requirements

Student IEP requirements

Test window dates, extensions, requirements, etc.

Test resets (may take up to 72 hours)

Local assessment coordinator

Data issues (rosters, enrollment, etc.) Local assessment coordinator

or data manager

When contacting the DLM® Service Desk

Do not send any Personally Identifiable Information (PII) for a student via

email. This is a federal violation of the Family Education Rights and Privacy Act

(FERPA). PII includes information such as a student’s name or state

identification number. Each state has unique PII requirements. Please check with

your assessment coordinator to find out what student information can be legally

emailed in your state.

Do send:

o your contact information (email address and name)

o your school name (include the district if contacting state-level personnel)

o error messages, including the testlet number if applicable to the problem

http://www.dynamiclearningmaps.org/


ACCESSIBILITY MANUAL 2019-2020

CONTENTS

OVERVIEW....................................................................................................................... 6

Audience and Purpose ............................................................................................................ 6

Additional Resources .............................................................................................................. 6

What’s New in this Version ................................................................................................... 6

About the Dynamic Learning Maps Alternate Assessment System .............................. 7

ACCESSIBILITY BY DESIGN ........................................................................................ 8

Accessible Content .................................................................................................................. 8

Accessible Content for ELA and Mathematics ............................................................................... 8

Accessible Content for Science .........................................................................................................10

Accessible Delivery ............................................................................................................... 10

ELA Engagement Activities ................................................................................................. 11

Mathematics Engagement Activities ................................................................................. 11

Science Engagement Activities ........................................................................................... 11

Testlet Item Design ............................................................................................................... 12

Item Types ..........................................................................................................................................12

Customization for Each Student ......................................................................................... 14

Changing PNP Profile Settings During Testing ............................................................................15

SIX STEPS TO CUSTOMIZE DYNAMIC LEARNING MAPS ACCESSIBILITY

SUPPORTS FOR STUDENTS ..................................................................................... 18

Step 1: Include Eligible Students in the DLM Alternate Assessment ......................... 18

Participation in a State Assessment .................................................................................................18

Participation Guidelines ...................................................................................................................18

Step 2: Learn About the Accessibility Supports .............................................................. 20

Accessibility Supports Provided in the DLM Alternate Assessment .........................................20

Support Categories ............................................................................................................................21

System Timeout ..................................................................................................................................24

Supports Not Available in Student Portal ......................................................................................25

Step 3: Discuss and Select Appropriate Accessibility Supports—Considerations for

IEP Teams ................................................................................................................................ 25

Deciding What Accessibility Supports Are Needed .....................................................................25


Guiding Questions for Discussion and Selection of Appropriate Accessibility Supports .......26

Supports: Allowed and Not Allowed .............................................................................................27

Combining Accessibility Supports with Flexibility in Test Administration Procedures .........28

Testlet Information Pages and Accessibility ..................................................................................34

Step 4: Select and View Supports in the Kite System .................................................... 35

Demonstration of Personal Needs and Preferences Supports: What Students Will See ..........35

Step 5: Prepare for the Assessment—Using the Chosen Accessibility Supports ...... 43

Accessibility Strategies ......................................................................................................................43

Strategies for students with the most complex needs ...................................................................43

Step 6: Evaluate the Accessibility Supports Used After Assessments ........................ 44

Questions to Guide Evaluation at the Student Level ....................................................................44

REFERENCES ................................................................................................................. 45

GLOSSARY ..................................................................................................................... 46

DYNAMIC LEARNING MAPS APPENDICES ......................................................... 50

Appendix A: Other Supports............................................................................................... 50

Appendix B: Relevant Federal Legislation ....................................................................... 52

Appendix C: DLM Accessibility Worksheet for Test Administrators and IEP Teams

................................................................................................................................................... 53

STATE APPENDICES ................................................................................................... 55


OVERVIEW

AUDIENCE AND PURPOSE

The ACCESSIBILITY MANUAL for the Dynamic Learning Maps® (DLM®) alternate

assessment provides guidance to state leaders, district staff, test administrators, and

Individualized Education Program (IEP) teams in the selection and use of the

accessibility supports available in the DLM system.

ADDITIONAL RESOURCES

Additional procedural information on manipulatives, braille testlets, language

translation, and sign language is provided in the TEST ADMINISTRATION MANUAL and

the EDUCATOR PORTAL USER GUIDE, which are available on the DLM website at

40Thttp://dynamiclearningmaps.org.40.

For instructions on using Educator Portal to select the supports appropriate for each

student, see the EDUCATOR PORTAL USER GUIDE.

WHAT’S NEW IN THIS VERSION

Information about these topics has been added or enhanced in this version.

Topic

Starting

Page

Updates to section Changing PNP Profile Settings During Testing 15

Updates to braille form availability during the assessment windows in

section Category 2 settings in the PNP Profile require additional

supports or materials

22

New section Strategies for students with the most complex needs 43

Updates to Glossary 46

To learn about updates to test administration resources such as this manual, subscribe to

Test Updates on the DLM website (https://dynamiclearningmaps.org/test-updates).

https://kansas.sharepoint.com/teams/cete/DLM/Manuals_2018-19/Shared%20Documents/AM/dynamiclearningmaps.org

https://dynamiclearningmaps.org/test-updates


ABOUT THE DYNAMIC LEARNING MAPS ALTERNATE ASSESSMENT

SYSTEM

The DLM Alternate Assessment System assesses what students with the most significant

cognitive disabilities know and can do in the DLM-assessed subject areas in grades 3-8

and high school. The department of education in each state determines which subjects

and grades to assess. The DLM system provides accessibility by design and is guided by

the core beliefs that all students are to have access to challenging, grade-level content

and that test administrators must adhere to the highest levels of integrity in providing

instruction and administering assessments based on this challenging content.

The DLM Alternate Assessment System includes computer-based assessments and an

administrative application to manage student information. The assessments can be

administered on a variety of devices.

Understanding how the DLM alternate assessment is designed for accessibility and how

accessibility supports can be customized helps test administrators determine which

supports are needed for each student.


ACCESSIBILITY BY DESIGN

ACCESSIBLE CONTENT

Accessible content is essential to student success. The Dynamic Learning Maps® (DLM®)

Alternate Assessment Consortium has created accessible content by developing testlets

at various complexity levels, creating item-writing guidelines based on Universal Design

for Learning, and using an appropriate vocabulary level. Universal Design for Learning

is a scientifically valid framework for guiding education practice that (a) provides

flexibility in the ways students respond, demonstrate knowledge and skills, and engage

with the content and (b) reduces barriers in instruction, provides appropriate challenges,

supports, and maintains high achievement expectations for all students, including

students with the most significant cognitive disabilities and students who have limited

English proficiency (Higher Education Opportunity Act, 2008). Universal Design for

Learning is a framework that is critical to understanding how students with the most

significant cognitive disabilities can achieve success within content standards.

DLM technology enriches the interaction between the student and the content by using a

special user interface called Kite® Suite. Students are administered grade-level

assessments with an appropriate balance of academic challenge and accessibility to the

content. The First Contact survey is a collection of background information about

students who are eligible for the DLM alternate assessment. The survey goes beyond

basic demographic information and includes questions on topics such as

communication, assistive technology devices, motor and sensory impairments, and

academic performance. The test administrator enters information in the survey about

each of these for each student in Educator Portal. Some questions from the First Contact

survey are used to determine a student’s entry point, or initialization, into the

assessment. This is the student’s first testlet.

Items in the DLM alternate assessment are grouped into testlets. A testlet contains three

to nine items, or questions, aligned to one or more Essential Element. Essential Elements

are specific statements of knowledge and skills that are linked to each state’s content

standards. Testlets allow flexibility in the content complexity level based on the content

needs of each student. Items in the DLM alternate assessment are built to show the

relationships between the knowledge and skills necessary to reach the Essential

Elements. Information gathered in the First Contact survey and ongoing student

performance determine which linkage level(s) of complexity are most accessible and

appropriate for each student.

ACCESSIBLE CONTENT FOR ELA AND MATHEMATICS

Both English language arts (ELA) and mathematics have a fully developed learning map

model. Those maps contain thousands of nodes that are representations of an individual

skill or conceptual understanding identified in the research in ELA and mathematics.


For each ELA and mathematics Essential Element, the DLM alternate assessment

provides testlets at several different levels of complexity called linkage levels. ELA and

mathematics have five linkage levels per Essential Element. Linkage levels are a small

section of the DLM map containing one or more nodes that represent critical concepts or

skills needed to learn the Essential Element. Target-level testlets are developed based on

these nodes. Then, multiple pathways on the map are carefully inspected to identify

nodes that link to the Target linkage level, both preceding and extending beyond it.

Linkage levels identify significant milestones en route to the knowledge and skills

described by the Essential Element, indicating a student’s performance in relationship to

the grade-level target.

The least complex linkage level is called Initial Precursor. Testlets developed at the

Initial Precursor linkage level often reflect foundational nodes in the DLM map, which

are skills and understandings necessary for learning subsequent academic content (e.g.,

“focus attention”). Testlets at this level are typically intended for students who do not

yet have symbolic communication. Initial Precursor testlets are administered by the test

administrator, who observes the student’s behavior as directed by the instructions

within the testlet and then records the student’s responses in Student Portal.

Two additional linkage levels are between the Initial Precursor and the Target linkage

levels: Distal Precursor and Proximal Precursor. These linkage levels reflect nodes along

the multiple pathways in the DLM map that extend from the Target linkage level to the

Initial Precursor linkage level, as demonstrated in Figure 1.

Figure 1. Linkage levels determine testlet development contents.

Note: IP = Initial Precursor; DP = Distal Precursor; PP = Proximal Precursor; T = Target; S

= Successor


Finally, testlets at the Successor linkage level give students the opportunity to take the

next step beyond the expectations described by the Essential Element.

ACCESSIBLE CONTENT FOR SCIENCE

The science Essential Elements are the science learning targets for students with the

most significant cognitive disabilities. Unlike for ELA and mathematics, the learning

map model for science is not fully developed. Therefore, some differences occur between

science and ELA and mathematics. The science standards are described in grade-band

performance expectations by the end of each grade band:

grade 5 for the 3-5 elementary grade band

grade 8 for the 6-8 middle school grade band

grade 11 for the 9-11 high school grade band

Each science Essential Element has three linkage levels that indicate a student’s

performance in relationship to that grade-level target.

The Target linkage level is the highest linkage level in science. Testlets at the Target

linkage level are written at the level of the Essential Element. Science does not have a

Successor linkage level at this time.

The other two linkage levels are lower in depth, breadth, and complexity than the Target

linkage level. The Initial linkage level is the least complex level, and testlets developed at

the Initial linkage level often reflect foundational aspects of each state’s content

standards. These aspects include skills and understandings necessary for learning

subsequent academic content (e.g., “focus attention”). Testlets at the Initial linkage level

are typically intended for students who do not yet have symbolic communication. They

are administered by the test administrator who observes the student’s behavior, as

directed by the instructions within the testlet, and then records the student’s responses

in Student Portal.

The Precursor linkage level is between the Initial linkage level and the Target linkage

level. The Precursor linkage level identifies significant milestones en route to the

knowledge and skills described by the Essential Element, indicating a student’s

performance relative to the grade-level target.

Information gathered in the First Contact survey and ongoing student performance

determine which linkage level(s) are most accessible and appropriate for each student.

See your state’s webpage to determine if your state tests in DLM science.

ACCESSIBLE DELIVERY

Testlet structure differs slightly between subject areas based on research of effective

instructional practices for students with the most significant cognitive disabilities. Each


testlet begins with an engagement activity. Engagement activities are designed to

motivate students, provide a context, and activate prior knowledge.

ELA ENGAGEMENT ACTIVITIES

Within ELA, reading testlets are designed around texts that are adapted from grade-

level themes. The texts’ content provides an appropriate level of challenge but is

reduced in depth, breadth, and complexity compared to grade-level texts. The DLM

texts are written to support assessment of the specific knowledge and skills described in

the nodes.

During a reading testlet, students participate in two readings of a text. The first reading

is a shared reading activity that familiarizes students with the entire text and serves as

an engagement activity. The second reading includes appropriately embedded items

within the text as well as items placed at the end of the text when necessary. Embedded

items reduce cognitive load and reliance on long-term memory.

During writing assessments, the test administrator follows a standardized procedure in

which the student selects and writes about a topic. A series of screens in Student Portal

lead the student and test administrator through various stages of the writing process.

Writing testlets are available at two levels of complexity: emergent and conventional

writing. In both types of writing testlets, students work outside of Student Portal, using

orthography-based materials that they use for writing in everyday instruction. Students

may use standard pens, pencils, keyboards, or other materials that offer access to all 26

letters of the alphabet. The test administrator observes the student’s writing and

responds to items about their writing in the testlet in Student Portal. See the TEST

ADMINISTRATION MANUAL for full descriptions.

MATHEMATICS ENGAGEMENT ACTIVITIES

Mathematics testlets start with an engagement activity designed to activate prior

knowledge, prepare students for the cognitive process required in the items, and/or

provide a context for the items. The engagement activity does not include any items or

require a response. Mathematics testlets are built around a common scenario to

investigate related facets of student understanding of the targeted content.

SCIENCE ENGAGEMENT ACTIVITIES

Science testlets may be designed around a science story featuring an experiment or

classroom activity that is presented twice, with items embedded within the second

presentation of the activity and/or at the end of the second presentation. Shorter science

stories simply provide a context for the items. In testlets with a shorter science story, the

science story is presented once, and all items appear at the conclusion of the activity.

Science testlets at the Precursor linkage level may also be designed around a short video

(up to 30 seconds), with items presented after the video has been viewed.


See your state’s webpage at www.dynamiclearningmaps.org to determine if your state

tests in DLM science.

TESTLET ITEM DESIGN

Testlets are delivered and responses are collected in two general ways. Most testlets are

designed for direct student interaction via computer. Information the test administrator

enters in the First Contact survey determines the testlet format the student receives.

Most students can interact with the computer independently. The student is allowed to

use special devices such as alternate keyboards, touch screens, or switches. In some

instances, the student may need support from the test administrator to interact with the

computer. For example, a technology-enhanced item may require a physical

manipulation that is difficult for the student to manage. While most items are in a

multiple-choice format, some testlets at upper linkage levels use technology-enhanced

items on a limited basis. These items require certain types of skills, such as sorting or

matching. Screenshots of item types in computer-delivered testlets are shown in Figure

2, Figure 3, Figure 4, and Figure 5.

ITEM TYPES

Figure 2. A screenshot of images as response options in a single-select multiple-choice

item. The student is to select the image the text describes.



Figure 3. A screenshot of symbols and descriptive words in a matching item where two

lists are shown. The student is to match a symbol from the list on the left to the

descriptive words in the list on the right.

Figure 4. A screenshot of images in a sorting item where the student is to sort images

into categories. The student selects an image and drags it into the appropriate box.


Figure 5. A screenshot of a sentence where the student is to respond to the item by

selecting the appropriate word from the three outlined words presented in the passage.

After the student makes a selection, the outline around the word, phrase, or sentence

becomes bold and is highlighted in transparent yellow, as shown in the example above.

Some testlets are designed so test administrators can administer them outside of Student

Portal with step-by-step guidance provided in the testlet (see Figure 6). For these testlets,

the test administrator, rather than the student, records student responses in the testlet in

Student Portal.

Figure 6. Educator directions in a teacher-administered testlet.

CUSTOMIZATION FOR EACH STUDENT

The Personal Needs and Preferences (PNP) Profile and the First Contact survey are

collections of information about a student entered in Educator Portal by the student’s

test administrator. Once the test administrator submits the information, the system

analyzes the data, using a complex algorithm to determine the best level of complexity,

or linkage level, for the student’s first testlet. The system uses the PNP Profile settings


chosen by the test administrator to customize each student’s assessment experience. The

test administrator determines which accessibility supports to include (e.g.,

magnification), and which assessment form to deliver in Student Portal (e.g., braille).

Since the PNP Profile settings in Educator Portal activate the appropriate system

accessibility supports, best practice is for test administrators to complete the PNP Profile

before the assessment begins. When necessary, the test administrator can adjust the PNP

Profile settings as a student’s needs change, even during an assessment window or in

the middle of a testlet.

CHANGING PNP PROFILE SETTINGS DURING TESTING

To change a PNP Profile setting during testing, follow this process:

1. The test administrator exits the testlet by using the Exit Does Not Save button.

Contact the district assessment coordinator for direction if the use of Exit Does Not

Save is not allowed in your state.

2. The test administrator logs into Educator Portal, goes to Settings and View Students,

selects the PNP Profile, and selects or deselects the desired support settings.

3. The test administrator must save the new selection(s) in the PNP Profile before

exiting.

Support How soon does the change appear in the

testlet after being updated in the student’s

PNP Profile?

Magnification Immediately

Overlay Color Immediately

Invert Color Choice Immediately

Contrast Color Immediately

Spoken Audio Overnight

Braille, both UEB and EBAE Overnight, if available for the testlet at the

linkage level

Alternate Form-Visual Impairment Overnight, if available for the testlet at the

linkage level

Single-switch system Overnight

Two-switch system Immediately

Individualized manipulatives Immediately

Calculator Immediately


HINT: Braille testlets and Alternate Form – Visual Impairment testlets are not

available for every Essential Element at every linkage level. However,

standard forms of testlets are always available for every Essential

Element at every linkage level. Therefore, if either a braille or an

Alternate Form – Visual Impairment form was selected in the PNP

Profile but is unavailable for the particular Essential Element or

linkage level being tested, the testlet delivered will be a standard

form. The test administrator is responsible for making the information

accessible to the student using the methods that have been used

during normal classroom instruction.

The supports in the PNP Profile are listed under five tabs: Summary, Display

Enhancements, Language & Braille, Audio & Environment Support, and Other

Supports. Settings in the PNP Profile that are not relevant to the DLM alternate

assessment are deactivated and grayed out in the system, and they cannot be selected.

After the available and appropriate supports are selected and saved, the test

administrator may check the Summary tab to see the current profile settings (see Figure

7).

Figure 7. Screenshot of accessibility Summary tab. Data are for a fictional student.

The test administrator completes the First Contact survey prior to assessment

administration. The Kite system uses the data to determine the student’s initial

placement into the assessment, in other words, the best linkage level to deliver the first

testlet when the assessment window opens. Instructions for how to complete the First


Contact survey are in the EDUCATOR PORTAL USER GUIDE. Additionally, the helplet

video, Personal Learning Profile (https://dynamiclearningmaps.org/erp/videos),

describes how to complete the First Contact survey. A testlet cannot be delivered to a

student until the First Contact survey has been completed and submitted. If not

completed before the assessment window opens, the first testlet will not arrive for 24

hours.

https://dynamiclearningmaps.org/erp/videos


SIX STEPS TO CUSTOMIZE DYNAMIC LEARNING

MAPS ACCESSIBILITY SUPPORTS FOR STUDENTS

This section presents a six-step process for IEP teams, general and special education

educators, test administrators, and district-level assessment staff to use in the selection,

administration, and evaluation of the accessibility supports used in Student Portal by

students with the most significant cognitive disabilities.

Step 1: Include Eligible Students in the DLM Alternate Assessment

Step 2: Learn About the Accessibility Supports and What the DLM Alternate

Assessment Provides

Step 3: Discuss and Select Appropriate Supports: Considerations for IEP Teams

Step 4: Select and View Supports in the Educator Portal

Step 5: Prepare for the Assessment: Using the Chosen Accessibility Supports

Step 6: Evaluate the Accessibility Supports Used at the end of the Assessment

window, after all testlets have been administered.

Steps 1-3 are intended to assist IEP teams in determining the appropriate accessibility

supports for eligible students, and Steps 4-6 are a guide for educators and test

administrators for choosing, using, and evaluating the selected supports. These six steps

are explained in detail in the following sections.

STEP 1: INCLUDE ELIGIBLE STUDENTS IN THE DLM ALTERNATE

ASSESSMENT

PARTICIPATION IN A STATE ASSESSMENT

With legislation’s focus on accountability and inclusion of all students comes the drive

to ensure equal access to grade-level content standards. Students with the most

significant cognitive disabilities are included in state and district accountability systems

in order to receive the benefits gained from participation, such as improved instruction,

higher expectations, and involvement in educational reforms (Thurlow, Ysseldyke, &

Elliott, 2002). Several important laws require students with the most significant

cognitive disabilities to participate in standards-based instruction and assessment

initiatives. These include federal laws such as No Child Left Behind of 2001, the

Individuals with Disabilities Education Improvement Act of 2004 (IDEA), and the Every

Student Succeeds Act, which went into effect in 2017.

PARTICIPATION GUIDELINES

Students with the most significant cognitive disabilities have one or more disabilities

that significantly affect intellectual functioning and adaptive behavior. Adaptive

behavior is behavior that is essential to live independently and function safely in daily

life. The Dynamic Learning Maps® (DLM®) alternate assessment is designed for students


with the most significant cognitive disabilities who require significant instruction and

support both in and out of the classroom.

The DLM alternate assessment provides three general participation criteria and all three

must be met.

The student has a significant cognitive disability. Review of student records

indicates one or more disabilities that significantly affect intellectual functioning and

adaptive behavior.

The student is primarily instructed using the Essential Elements as content

standards. Goals and instruction listed in the student’s IEP are linked to the enrolled

grade-level DLM Essential Elements and address the knowledge and skills that are

appropriate and challenging for this student.

The student requires extensive, direct, and individualized instruction and substantial

supports to achieve measurable gains in the grade- and age-appropriate curriculum.

The student requires extensive, repeated, and individualized instruction and support

that is not temporary or transient, and the student uses substantially adapted

materials and individualized methods of accessing information in alternative ways

to acquire, maintain, generalize, demonstrate, and transfer skills across multiple

settings.

The following considerations are not allowable (or acceptable) for determining

participation in the DLM alternate assessment.

a disability category or label

poor attendance or extended absences

native language, social, cultural, or economic difference

expected poor performance on the general education assessment

academic and other services student receives

educational environment or instructional setting

percent of time receiving special education

English learner status

low reading level or achievement level

anticipated student’s disruptive behavior

impact of student results on accountability system

administrator decision

anticipated emotional duress

need for supports (e.g., Assistive Technology/Augmentative and Alternative

Communication (AAC) to participate in the assessment process

Individual states may set additional eligibility criteria to establish which students are

eligible to take the DLM alternate assessment. For additional guidance for IEP teams in

this area, refer to the state department of education.


STEP 2: LEARN ABOUT THE ACCESSIBILITY SUPPORTS

ACCESSIBILITY SUPPORTS PROVIDED IN THE DLM ALTERNATE ASSESSMENT

This section identifies the accessibility supports available for students taking the DLM

alternate assessment and distinguishes among accessibility supports that (a) can be

utilized by selecting online supports via the PNP Profile, (b) require additional support

materials, and (c) are provided by the test administrator outside the system. Table 1

shows which supports fall under each of these categories. Each support is described in

the following section. If the state requires documentation about certain accessibility

supports in the student’s IEP, refer to the State Appendix (if provided) for more

information, or contact the state department of education.

Decisions about which supports to include in the DLM alternate assessment were

made using results from more than 50,000 First Contact survey responses, feedback

from national sensory impairment experts who also have expertise in this population

of students, and lessons learned from test administration observation studies.

Prior to administering the DLM alternate assessment, test administrators provide

information about the accessibility needs of each assessed student. The Kite® system

stores this information and uses some of it to activate certain supports.

Table 1

Accessibility Supports of the DLM Assessment System

Category 1

Settings in the PNP

Profile that

activate supports

within Student Portal

Category 2

Settings in the PNP

Profile that

require supports or

materials in addition to

those within Student

Portal

Category 3

Settings in the PNP

Profile that

require supports provided

by the test administrator

outside of Student Portal

Magnification

Overlay color

Invert color choice

Contrast color

Spoken Audio

Uncontracted braille

(EBAE)

Uncontracted braille

(UEB)

Alternate Form–Visual

Impairment

Single-switch system

(PNP Profile enabled)

Two-switch system

Individualized

manipulatives

Calculator

Human read aloud

Sign Interpretation of

Text

Language translation

of text

Test administrator

entering of student

responses

Partner-assisted

scanning (PAS)


SUPPORT CATEGORIES

Category 1 settings in the PNP Profile activate supports within Student Portal

Online supports include magnification, overlay color, invert color choice, contrast color,

and Spoken Audio. Directions detailing how to select the PNP Profile supports are

found in Step 4: Select and View Supports in the Kite System.

Test administrators are advised to try out the supports in advance to make sure they are

compatible and provide the best access for students. See the Guide to Practice Activities

and Released Testlets on the DLM website (http://www.dynamiclearningmaps.org) for

more information (e.g., the user names and passwords for the practice demo testlets).

Released testlets are similar to real testlets. They are selected from a variety of Essential

Elements and linkage levels across grades 3-8 and high school. New released testlets are

added periodically.

Magnification: Allows test administrators to choose the degree of screen

magnification during assessment. Test administrators can choose between a

magnification of 2x, 3x, 4x, or 5x. Without magnification, the font is Report School,

22 point. Scrolling may be required when the level of magnification is increased

because the entire item will no longer be visible on the screen. Scrolling will vary

according to the level of magnification, the amount of content in the item, and the

size of the screen.

Overlay color: The background color of the assessment. The default color is white.

Test administrators may select from the alternate colors of blue, green, pink, gray,

and yellow. Practice demo testlets have specific presets, but more options are

provided in the PNP Profile and actual live testlets.

Invert color choice: Makes the background color black and the font white. Images

display with a white background.

Contrast color: Allows test administrators to choose from color schemes for the

background and font.

Spoken Audio: Synthetic Spoken Audio (read aloud with highlighting) is read from

left to right and top to bottom. Three preferences are available for Spoken Audio:

text only, text and graphics, and nonvisual (this preference also describes page

layout for students who are blind or have visual impairments).

HINT: When using Spoken Audio, do not choose yellow for overlay color in

the PNP Profile, as the Spoken Audio feature highlights the text in

yellow, making it illegible to the student.

Screenshots showing these supports begin in the Demonstration of Personal Needs and

Preferences Supports: What Students Will See section on page 35 of this manual.



Category 2 settings in the PNP Profile require additional supports or materials

These supports include braille, switch system preferences, and the use of special

supports and materials and typically require prior planning and setup. The test

administrator selects these supports in the PNP Profile. Practice activities and released

testlets with supports are available through several demo student accounts. See the

Guide to Practice Activities and Released Testlets or the TEST ADMINISTRATION MANUAL

for a list of demo logins for practice testlets.

Braille: The DLM Alternate Assessment System supplies braille forms for some

testlets at the Target linkage level. These forms are available in either uncontracted

Unified English Braille (UEB) or English Braille American Edition (EBAE),

depending on what the test administrator selects in the student’s PNP Profile, if the

state permits both. DLM braille forms also include Nemeth code for mathematics, as

needed.

The DLM alternate assessment is designed to assess a student’s knowledge, skills,

and understandings of the Essential Elements, not the student’s ability to use braille.

Braille testlets are for students who read braille proficiently. When braille is

appropriate for a student, the DLM Consortium recommends choosing both braille

(either UEB or EBAE) and Alternate Form—Visual Impairment supports in the

student’s PNP Profile. Braille is not to be selected for emerging braille readers. Other

options described below, such as alternate forms, are also suitable for a student with

a visual impairment who does not read braille.

See Table 2 below for information about the availability of braille forms for each

subject, grade, and linkage level during the spring assessment window.

Table 2

Availability of Uncontracted Braille Forms during the Spring Assessment Window by Subject,

Grade Level, and Linkage Level

Alternate Form—Visual Impairment: For a student who is blind and does not read

braille or who has a significant visual impairment, the test administrator selects

Alternate Form—Visual Impairment under the Other tab in the PNP Profile. The

alternate form of the testlet, if available, will have the letters BVI (Blind Visual

Impairment) in the testlet name, in the test ticket, and in Student Portal (e.g., SP BVI

Subject Grades Linkage Levels Window

ELA and

mathematics

3–5 Target and Successor The fall and the spring

assessment windows

ELA and

mathematics

6–8 and HS Proximal Precursor, Target,

and Successor

The fall and the spring

assessment windows

Science 3–8 and HS Target The spring assessment

window only


SCI MS.PS1-2 P 10455). If a BVI form is not available for the testlet, the system will

deliver a standard form to the student. The accompanying Testlet Information Page

(TIP) for that testlet will provide information about how to make appropriate

adaptations for the student.

Single-switch system: This support is activated using one switch and a switch

interface that emulates the Enter key on the keyboard. In the PNP Profile, test

administrators can set scan speed, indicate if scanning is to begin automatically

when the page appears, and select the number of times the scan cycle repeats before

stopping.

Two-switch system: This system does not require activation in the PNP Profile. Two

switches and a switch interface are used to emulate the Tab key to move between

choices and the Enter key to select the choice when highlighted.

Individualized manipulatives: Students may use familiar manipulatives (e.g.,

abacus, unit cubes, interlocking blocks, counters, linking letters). Refer to the TIP for

constraints for a specific testlet.

Calculator: Students may use a calculator on mathematics testlets unless it interferes

with the construct of the testlet. The TIP for each mathematics testlet will specify

whether a calculator is permitted.

Category 3 settings in PNP Profile all require supports provided by the test

administrator outside of Kite Student Portal

Supports offered outside of Student Portal require actions by the test administrator, such

as reading, signing, translating the assessment, or helping the student enter responses.

These supports are recorded in the PNP Profile even though they are delivered by the

test administrator outside of Student Portal.

Human read aloud: Test administrators may read the assessment aloud to students.

Alternate text for test administrators who will deliver the human read aloud will

include descriptions of graphics and alternate text descriptions of images and are

provided as additional pages after the main TIP. The Test Administration Manual

also includes information about human read aloud.

Sign interpretation of text: Test administrators may sign the content to students

using American Sign Language (ASL), Signing Exact English, or personalized sign

systems.

Language translation of text: Test administrators may translate the text for students

who are English learners or who communicate best in a language other than English.

Language translations are not provided via the computer. State policy will guide

whether translation can be used.

Test administrator entering student responses: If students are unable to physically

input their response options, they may indicate their responses through their typical

response mode and/or forms of communication (e.g., eye gaze, gesture). Test

administrators may key in those responses only when students are unable to

independently and accurately record their responses in Student Portal.


Partner-assisted scanning (PAS): PAS is a strategy in which test administrators assist

students with scanning students’ response options. Test administrators read and/or

point to each response option, and students indicate when presented their desired

response.

SYSTEM TIMEOUT

The DLM alternate assessments are administered individually and are not timed.

Students may take as much time as needed and work in settings that are most

appropriate for them. In other words, any flexibility in location and assessment time that

the student needs is permissible. For example, the student may take as many breaks as

needed throughout the completion of a testlet. During the administration of a testlet,

Student Portal can sit inactive for as long as 90 minutes before timing out.

At 88 minutes and 30 seconds of inactivity in the testlet, the system prompts the student

with this warning message:

If the student does nothing. In other words, if no activity occurs before the

countdown reaches 0, the system logs the student out of the testlet and returns to the

login screen. The testlet status returns to Unused, and the system retains no

responses.

If the student selects Extend Session, the system disregards the idle time, closes the

prompt, and returns to the screen where the student was working.

If the student selects Logout, the system logs the student out of the testlet and

returns to the login screen. The testlet status returns to Unused, and the system

retains no responses.

Students with the most significant cognitive disabilities who qualify for the DLM

alternate assessments require extensive, repeated, and individualized instruction and

ongoing supports that are not temporary or transient in nature, and they have difficulty

retaining information in working memory for extended periods of time. Therefore,

testlets were created to be short with only a few items, with each testlet beginning with

an engagement activity designed to activate prior knowledge, motivate the students,

and provide a context. While DLM test administration procedures are designed to be

flexible and allow students to take breaks during a testlet, most students who experience

an extended interruption during test administration have difficulty retaining

information in working memory after that extended interruption. Research has shown


that extended interruptions during test administration can have adverse effects on

student performance (Sinharay, et al., 2014). Because of this, Student Portal was

designed to timeout after an extended period of inactivity without retaining the

responses, allowing the student to begin the assessment afresh when ready.

SUPPORTS NOT AVAILABLE IN STUDENT PORTAL

Some supports that might be expected but are not available in the system include the

following:

Sign language using human or avatar videos onscreen: The majority of eligible

students who communicate with sign language use Signed Exact English or

personalized sign systems.

Tactile graphics: Objects, tactile graphics, or tactile representations of pictures or

objects presented onscreen as a concrete representation may be used. Educators may

use individualized tactile representations with their students, as appropriate.

STEP 3: DISCUSS AND SELECT APPROPRIATE ACCESSIBILITY

SUPPORTS—CONSIDERATIONS FOR IEP TEAMS

Student Portal allows many computer-based accessibility supports for a student to use

during the assessment, such as various font colors or magnification sizes. In a student’s

PNP Profile, the test administrator may choose from a number of Student Portal

supports available for a DLM testlet. The test administrator is to include supports that

are required to meet the student’s needs, such as those listed in the student’s IEP. Other

supports are available for use, even if not required in the student’s IEP. These are

supports the student may enjoy using and show a preference for, such as invert color

choice.

Best practice is for the PNP Profile settings to be set prior to test administration.

However, if those initial settings do not allow the student to fully access the content of

the testlets, the PNP Profile settings may be adjusted between testlets to provide more

appropriate access for the student. See Changing PNP Profile Settings During Testing as

described on page 15 of this manual.

Also, during testing, best practice is to have student use only the PNP Profile supports

or combination of supports that they have been using during regular instruction.

Unfamiliar supports may be distracting and even detrimental during assessment.

DECIDING WHAT ACCESSIBILITY SUPPORTS ARE NEEDED

The IEP team determines an individual student’s needs, and test administrators then

select the accessibility supports based on those needs rather than the disability category,

grade level, or instructional setting.

Students with the most significant cognitive disabilities who are also English learners

need decisions about their language-related supports to be made by educators who

understand them best. This person is typically the test administrator. Once the supports


are selected, these students are best served when the accessibility supports are used

consistently for both instruction and assessment.

Students can gain experience with the specific Student Portal supports by using DLM

practice activities and released testlets. These activities are intended for three main

purposes:

a. To help a test administrator draw conclusions about a student’s ability to use a

selected PNP Profile support during assessments

b. To make decisions about which PNP Profile support(s) best fit a student’s individual

needs and preferences

c. To provide students with opportunities to practice using the navigation tools in the

testlets prior to the day of the student’s first assessment

Released testlets will be available for every grade level to allow a student to practice

using any of the PNP Profile supports as often as needed and to allow test

administrators to observe a student’s interaction with those supports. Test

administrators can change the selections in the PNP Profile, depending on the

conclusions drawn about a student’s experience with the testlets. Additionally, repeated

practice can increase both students’ and test administrators’ ease on the day the

assessment window opens.

GUIDING QUESTIONS FOR DISCUSSION AND SELECTION OF APPROPRIATE ACCESSIBILITY

SUPPORTS

Some questions that teams may ask in the process of determining appropriate supports

include the following:

What are the student’s learning strengths, and in which areas does the student need

improvement?

How are a student’s knowledge and understanding of the Essential Elements

impacted by the student’s learning needs?

Which instructional and assessment tasks are difficult for the student to do

independently when working one-on-one in the classroom and/or when interacting

in an online environment?

Which current supports help the student with these difficulties, when working one-

on-one in the classroom and/or when interacting in an online environment? What

kinds of instructional strategies (e.g., visual, tactile, auditory, combination) work

best for the student?

Which accessibility supports match these strategies and may help the student access

the assessment?

Which supports or materials does the student prefer?

What were the results of routine assignments and classroom testing when

accessibility supports were used or not used?

Did the student have any difficulties interacting with these supports in the past? If

so, what were the difficulties and how can they be resolved?


Which accessibility supports will increase the student’s access to the assessment by

addressing their learning needs and reducing the effect of their disability?

Which effective combinations of accessibility supports will help the student?

(Thompson, Morse, Sharpe, & Hall, 2005)

Test administrators may also need to amend a student’s IEP to include any additional,

appropriate supports available in the PNP Profile that were not listed on the IEP,

depending on state policy. Check state policy about amending the IEP.

The user interface in Student Portal has been specially designed for students with the

most significant cognitive disabilities. However, students may need various levels of

support during the assessment to be able to interact with the computer. Testlets

delivered directly to students via computer are designed under the assumption that

students can interact with the computer independently.

SUPPORTS: ALLOWED AND NOT ALLOWED

The following supports are allowed:

• white boards

• traditional keyboards using word processing software

• adapted keyboards that include all 26 letters of the alphabet

• tablet computer keyboards using word processing software

• alternate keyboard, on screen switch enabled keyboard

• alternate pencils, including an alphabet flip charts

• eye-gaze displays of letters

• letter-by-letter dictation of any sort

• word prediction software

o Word predication is an intelligent word processing feature that can alleviate

writing breakdowns for a range of students simply by reducing the number of

keystrokes necessary for typing words, and it removes motor barriers to typing

in order to reduce the gap between generating ideas and capturing them in

writing.

• Pens, pencils, markers, and crayons can be used for the writing product a student

produces off the computer for the writing testlets.

• Test administrators may also help students navigate across screens or enter

responses that students select. The section Combining Accessibility Supports with

Flexibility in Test Administration Procedures on page 28 describes additional

supports that are allowed.

The following supports are NOT allowed:

• whole word or sentence dictation


o The student is not allowed to dictate whole words or sentences since the full

criteria for the administration of the writing testlets is not met and cannot be

used for that purpose.

• speech-to-text software

• selection of pictures or words from a word bank.

o Pictures, symbols, or words from a word bank are not allowed and may not be

substituted for words in a sentence. This is forbidden because the meaning that

an individual assigns to a picture or symbol depends upon the individual’s

motivation, neurological and developmental status, sensory abilities, cognitive,

communication, and language skills, and world experience (Mineo Mollica,

2003).

Furthermore, the ability to learn the meaning of pictures or symbols is directly

related to an individual’s understanding of the word associated with the picture

or symbol. In other words, individuals who understand the meaning of the

spoken word learn the associated picture or symbol rather easily while

individuals who do not understand the spoken word take much longer to learn

the meaning of the picture or symbol (Romski & Sevcik, 1996, 2005). Given that

students who participate in the DLM alternate assessment have universally

impaired cognitive and language skills, to have assurance that each student’s

understanding of pictures and symbols introduced in the assessment will match

the intended meaning is a guarantee that is not possible.

COMBINING ACCESSIBILITY SUPPORTS WITH FLEXIBILITY IN TEST ADMINISTRATION

PROCEDURES

Effective use of the PNP Profile supports allows most students to have appropriate

access to the assessment, making the DLM alternate assessment a meaningful indicator

of students’ knowledge and understanding of the Essential Elements. However, test

administrators may need to combine the accessibility supports listed on the PNP Profile

with practices that are part of the allowable flexibility in test administration procedures.

When customizing the assessment process, using accessibility supports and allowable

practices, keep in mind two general principles: (a) the student is expected to respond

independently, and (b) supports are to be familiar to the student because they have been

used during routine instruction.

Table 3 describes some common accessibility issues and potential solutions that are

based on a combination of accessibility supports and allowable practices. The table

includes suggestions for computer-delivered and teacher-administered testlets.


Table 3

Common Accessibility Issues and Example Solutions

Accessibility Issue Example Solutions

The student has difficulty

interacting directly with the

computer due to limited experience,

motor skills, and/or devices.

Navigation in Student Portal

o The test administrator may navigate the

screens for the student.

o After the student indicates their

responses to the test administrator, the

test administrator enters the responses

on behalf of the student. See additional

example solutions below for students

indicating their response options.

The student is blind and typically

reads braille.

Braille forms: For students who read braille

proficiently enough to demonstrate what

they know and understand about the

Essential Elements, braille forms of the

assessments are available. However, braille

forms are available only at upper linkage

levels and only for some Essential Elements.

See instructions for how to access and

prepare for administering testlets in braille

in the EDUCATOR PORTAL USER GUIDE.

Alternate Form—Visual Impairment form:

When a braille form is not available, an

Alternate Form—Visual Impairment form

may be available. These forms are also only

available for some Essential Elements at

upper linkage levels.

Human Read Aloud: The test administrator

may always read the testlet aloud to the

student.

Familiar materials and tactile graphics: The

test administrator may use familiar materials

or create tactile graphics in place of images

that appear on screen for a student. Familiar

materials may be substituted for unfamiliar

materials as long the criteria of the item

being tested continues to be met.

SHOW: When the educator directions in a

testlet use words like SHOW, the test

administrator presents the content of the



testlet to the student using methods

normally used during every day instruction.

The student has a severe visual

impairment and needs a larger

presentation of content than the 5x

magnification setting provides.

Magnification: The test administrator may

use an interactive whiteboard, projector, or

any magnification device that works with

the computer screen.

Familiar Texts: The TIP will provide

information to the test administrator about

familiar texts being referenced in the testlet.

ELA familiar texts may be retrieved from

the DLM bookshelf in the Tar Heel Reader

library and printed in the font size and

contrast the student needs. Also, the test

administrator may read aloud the text to

the student.

The student is blind and does not

communicate verbally.

OR

The student is blind, does not read

braille, and uses only a single-

switch system to communicate.

The student receives testlets

with pictures or manipulatives.

The TIP does not provide

alternate text to describe the

pictures or guidance on how the

test administrator can deliver

this assessment.

The student does not use

braille, so that support was not

chosen as a PNP Profile setting.

Human Read Aloud: The test administrator

may use human read aloud to read the

testlet aloud to the student.

Familiar materials and tactile graphics:

Objects, tactile graphics, or tactile

representations of pictures or objects

presented onscreen as a concrete

representation may be used. Test

administrators may use individualized

tactile representations with their students, as

appropriate. See the TIP for more

information.

See Alternate Text for Reading Testlets and

Retrieve the Testlet Information Pages and

Gather Materials in the TEST

ADMINISTRATION MANUAL for the human

read-aloud guidelines.

The student uses sign language to

communicate and has limited

proficiency in reading text.

Sign language: The test administrator may

sign the text, spelling unfamiliar words and

adapting or interpreting the language as

needed. The test administrator may use

signs that are familiar to the student.

The student usually accesses text

with pictures. During instruction,

the educator provides supplemental

Most Essential Elements that include a text

focus on a student’s ability to make meaning

from words. The text may be read aloud to

https://tarheelreader.org/

https://tarheelreader.org/



pictures as necessary, specifically for

the response options, so the student

can access the text. However, that

practice is not allowed during the

DLM assessment.

the student by selecting the synthetic

Spoken Audio or Human Read Aloud in the

PNP Profile. However, the use of picture

symbols to support word reading is not

allowed. See Supports: Allowed and Not

Allowed on page 27 of this manual for more

information about supports that are not

allowed.

The student uses low-tech (i.e., not

computerized) eye gaze to

communicate.

Offline Response Options: The test

administrator may present the response

options offline, in an alternate format for

which the student is accustomed. The test

administrator will then enter the student’s

selected responses in the testlet in Student

Portal.

The student uses eye gaze or

another means and can only indicate

yes/no responses.

OR

The student always selects the same

response option, e.g., the first or the

last option when presented the

response options.

OR

The student can be presented only

two response options at a time.

Alternate Presentations of Response Options:

1. The test administrator may present the

item and response options as follows:

o First, read the item and response

options that are presented onscreen.

o Then, repeat the item and present

response option 1, asking the student

something like, “Do you want this

option? Answer yes or no.”

o The student provides their response.

o The process is repeated for response

option 2.

o The process is repeated for response

option 3 until all response options have

been presented to the student.

o If the student has indicated yes to more

than one response option, read the

selected options again, following the

above process until the student has

selected only one response option.

o If the student has not narrowed the

selection to one response option, the test

administrator may try another

approach such as #2 in the example

solutions below.



2. The test administrator may present two

response options at a time until the student

has eliminated all but one response option.

o To maintain validity, present the

response options in the same order they

are presented in the onscreen testlet.

o Present response option 1 and response

option 2, and then say something like

this to the student, “Which of these

options do you want to choose?”

o Be patient to allow the student time to

select a response option.

o Once a response is selected, present that

response and option 3 and allow the

student time to select a response.

o Then, repeat the above process until all

options have been presented.

o When the responses have been narrowed

to the final response, enter it in the testlet

in Student Portal.

The student uses one or two

switches to access the computer but

is not 100% consistent or accurate in

their use.

Use of switches

o The test administrator may use partner-

assisted scanning to point to and/or

read each response option.

o The student indicates when the desired

response option is presented.

o Also, the test administrator may

navigate from screen to screen and

allow the student to use scanning to

select the desired response option on

each item screen.

The student needs special equipment

for positioning of materials to

respond to items (e.g., slant board)

or non-computerized materials (e.g.,

hook and loop materials on a

board).

Special Equipment

o The test administrator may use the

equipment and materials that are

familiar to the student.

o The student continues to interact with

the content on the screen.

o The test administrator may navigate

and enter responses that the student

has indicated outside of Student Portal.



The student uses graphic organizers,

supports, or other materials to

complete academic work.

The test administrator may use the supports

and materials that are familiar to the

student. The student continues to interact

with the content on the screen, but the test

administrator may navigate and enter the

student’s responses into Student Portal. See

the TIP for each testlet for specific approved

and unapproved materials.

The student has a physical disability

that results in limited mobility. The

testlet requires the student to

manipulate materials.

A student with limited mobility may use

their current mode of communication to

direct the test administrator to select a

response option and/or manipulate materials

on their behalf.

The test administrator also may use the

strategy of partner-assisted scanning for

testing. The test administrator may select

this setting in the student’s PNP Profile.

NOTE: Partner-assisted scanning is a strategy

used outside of the system. It is a Category 3

setting in the PNP Profile and as such, does not

make a direct change to a testlet.

The student requires special

technologies to complete the writing

assessment.

Writing Testlets

o Students may use the writing

technologies or materials they normally

use in everyday instruction to complete

their DLM writing testlets as long as

the materials involve the use of all 26

letters of the alphabet to produce letters

and words.

o Students may not use word banks,

picture banks, or symbol- or icon-based

communication systems for the portion

of the assessment that requires writing

with the alphabet. Also, students may

not use whole word or sentence

dictation or speech-to-text software. See

Supports: Allowed and Not Allowed

on page 27 of this manual. Thorough

coverage of the writing testlets is also

found in the TEST ADMINISTRATION

MANUAL.


While allowed supports and practices during assessment administration offer a great

deal of flexibility, some practices are not allowed. These practices are described in the

Practices Not Allowed section in the TEST ADMINISTRATION MANUAL and are

summarized in Table 4 below.

Table 4

Practices not allowed in administering testlets

Practices Not Allowed

Repeating the item after the student has selected a response. This action is

considered prompting and may influence the student to choose a different

response.

Using physical prompts or hand-over-hand guidance.

Reducing the number of response options or giving content hints.

Modifying the content of a performance task in a computer-delivered testlet in an

attempt to help the student arrive at the correct response.

Changing tone, inflection, or body language to cue the correct response when

reading testlets to a student.

Note. See Supports: Allowed and Not Allowed on page 27 of this manual for more

information about why these are prohibited.

Students who take the DLM alternate assessment can indicate their response through

whatever means they can that are allowed. Sometimes test administrators need to think

creatively about how to support students with different means of expressive

communication.

Using the general principles above and specific examples of supports that are allowed

and not allowed, the test administrator plans assessment sessions for students who need

additional supports. If supports that are not listed in this guide are provided, test

administrators may be asked to describe these supports, as determined by state policy.

The assessment coordinator can provide more information about state guidelines on

additional supports.

TESTLET INFORMATION PAGES AND ACCESSIBILITY

Testlet Information Pages (TIPs) provide test administrators with information specific to

each testlet, including exceptions to allowable supports, alternate text to use with human

read aloud, and appropriateness of calculator use. While a test administrator may

normally use all PNP Profile supports described in the Supports: Allowed and Not

Allowed section on page 27 of this manual, the TIP also indicates when it is not

appropriate to use a support in a specific testlet.


Test administrators receive the TIP in Educator Portal after each testlet is assigned to a

student. Test administrators review the TIP before beginning a student’s assessment.

More information about the TIP, including how to access a TIP and the content of a TIP,

is provided in the EDUCATOR PORTAL USER GUIDE and TEST ADMINISTRATION MANUAL.

Also see the Test Tickets and TIPs helplet on the Educator Resource Videos page

(https://dynamiclearningmaps.org/erp/videos) on the DLM website

(40Thttp://dynamiclearningmaps.org40T).

STEP 4: SELECT AND VIEW SUPPORTS IN THE KITE SYSTEM

DEMONSTRATION OF PERSONAL NEEDS AND PREFERENCES SUPPORTS: WHAT STUDENTS

WILL SEE

This section provides more information, including screenshots, related to some of the

PNP Profile accessibility supports described in Step 2 of the customization process. The

supports described in this section include magnification, overlay color, invert color

choice, contrast color, Spoken Audio, and switch use. Test administrators also can

explore and try the PNP supports online through released testlets and can practice using

the supports with students in Student Portal. Providing students ample time to use the

supports in the released testlets enables test administrators to determine which settings

work best for each student.

HINT: Combining overlay color, invert color choice, and contrast color

results in a layering of the options, which is counterproductive and

will not be helpful to the student.

Magnification

When test administrators choose magnification, the system zooms in on the whole

screen (see Figure 8 and Figure 9). The magnification options are 2x, 3x, 4x, and 5x. Test

administrators will have to scroll to the right and/or down to see the entire screen and

find the NEXT button when magnification is selected. Test administrators must keep in

mind that this scrolling may negatively affect the student’s ability to access the

assessment.

https://dynamiclearningmaps.org/erp/videos

http://dynamiclearningmaps.org/


Figure 8. A screenshot featuring 2x magnification.

Figure 9. A screenshot featuring 5x magnification. Users must scroll both up and down

and left and right because the size of the content exceeds the viewing area.

Overlay Color

Background overlay color options are blue, green, pink, gray, and yellow. The default is

white. The font remains black (see Figure 10).


Figure 10. A screenshot featuring overlay color in green.

Invert Color Choice

The standard presentation in testlets is a white background with black font. When Invert

Color Choice is selected, the background is black and the font is white (see Figure 11).

Figure 11. A screenshot featuring invert color choice and 4x magnification.

Contrast Color

Contrast color allows the test administrator to change both the background and the font

colors. The background and font color options are a white background with green font, a

white background with red font, a black background with gray font, or a black

background with yellow font (see Figure 12).


Figure 12. A screenshot featuring contrast color with a white background and green font.

Spoken Audio

Spoken Audio has three types of options: text only, text and graphics, and nonvisual.

The text and graphics option and the nonvisual option provide audio for images in

addition to reading the onscreen text. The nonvisual option is intended for students who

are blind or have visual impairments and therefore need the layout of the page

described as well. For example, on technology-enhanced items, the Spoken Audio

includes information about choosing response options on the left side of the screen and

moving them to areas on the right side of the screen. The text-only option is appropriate

when the student has some vision and does not require read aloud of physical layout

and directional information.

The READ button is visible at the bottom of the screen upon opening the assessment, as

shown in Figure 13.


Figure 13. A screenshot featuring Spoken Audio icon.

After clicking the READ button, the Kite system reads the text aloud. As shown in

Figure 14, a sentence is highlighted while being read. Different information is read aloud

depending on which option is selected in the PNP Profile: text and graphics, text only, or

nonvisual. Specific information about spoken audio is in the TEST ADMINISTRATION

MANUAL.

Figure 14. A screenshot of how Student Portal highlights text during Spoken Audio.

Switch Use

Table 5 and Table 6 summarize the actions that occur when switches are used for switch-

accessible items in Student Portal. In both cases, if switch access is selected in the PNP

Profile, then a switch interface is required for the student to use to interact with the

testlets in Student Portal.


Table 5

Single-Switch Use by Item Type

Item Type Single-Switch System

Multiple choice:

Text or pictures as

response options.

When Single Switch is selected, Student Portal will scan through

each response option and navigation button on the page, based

upon settings in the student’s PNP Profile. The following can be

selected:

• Activate by Default: This is automatically selected and cannot be

changed.

• The Scan Speed (seconds): This is the number of seconds the

response option is highlighted, before the highlighting moves on

to the next response option.

• The Automatic Scan - Initial Delay: This is the length of the delay

before scanning begins on each screen of a testlet.

o Value in seconds: The length of the delay, in seconds.

o Manual Override: This setting allows the student to initiate

the scanning action on each screen of a testlet by pressing the

switch.

The Automatic Scan Repeat Frequency: This is the number of

times the items on each screen are scanned before the scanner

stops. This can be 1-5 or infinity.

Sorting:

The student moves

response options from

the left side of the

screen into groups on

the right side.

Student Portal will scan through each drop zone and navigation

button, based on switch settings selected in the PNP Profile as

described above.

When a drop zone is selected, Student Portal scans the response

options from top to bottom within the drop zone until a response

option is selected or the scan cycle has repeated the number of times

selected in the Automatic Scan Repeat Frequency.

Matching:

The student matches


two lists.

Student Portal will scan through the group of response options on

the left, the group on the right, and the navigation buttons, based on

switch settings selected in the PNP Profile as previously described.

First, the student uses the switch to select a set of response

options.

Next, the system scans the response options within the set from

top to bottom.

Then, the student uses the switch to select the individual

response option.

NOTE: The response option remains highlighted as the system then

scans top-to-bottom through the potential matching response

options on the other side of the screen. When the student uses the


Item Type Single-Switch System

switch to select the matching response option, the connecting line

appears.

General Information In automatic scanning or manual override, after selecting a response

option, the scanning stops. The scanning cycle restarts from the

beginning when the student presses the switch.

Table 6

Two-Switch Use by Item Type

Item Type Two-Switch System

Multiple-choice:

Text or pictures as

response options.

1. The student uses the switch set to emulate the Tab key to move

from one response option to the next. Student Portal highlights

each response option and the navigation button as the Tab key

switch is activated.

2. The student uses the switch set to emulate the Enter key to

select a response option when highlighted to indicate the

desired response.

Sorting:

The student moves


the left side of the

screen into groups on

the right side.


from one drop zone to the next.

2. The student selects a drop zone when highlighted, using the

switch set to emulate the Enter key.

3. Once a drop zone is selected, the student uses the switch set to

emulate the Tab key to move through response options in the

drop zone from top to bottom.


select an individual response option when highlighted.

NOTE: The item remains highlighted as the student resumes use

of the Tab and Enter key switches to select the target drop zone.

Matching:

The student matches


two lists.


from the set of response options on the left to the set on the

right and then to the navigation buttons.


select a list when highlighted.

3. Once a list is selected, the student uses the switch set to

emulate the Tab key to move through response options in the

list, from top to bottom.


select an individual response option when highlighted.


Item Type Two-Switch System

NOTE: The response option remains highlighted as the student

resumes use of the Tab and Enter key switches to select the

matching response option on the other side.

General Information After selecting a response option, selecting the Tab key restarts the

cycle over from the beginning.

Activating the switch will highlight each option for the student. The BACK button is

highlighted, as shown in Figure 15 and Figure 16.

Figure 15. A screenshot featuring a single-switch and two-switch example.

Figure 16. A screenshot featuring a single-switch and two-switch example.


STEP 5: PREPARE FOR THE ASSESSMENT—USING THE CHOSEN

ACCESSIBILITY SUPPORTS

In addition to the supports listed in the TIP, test administrators may need the following:

appropriate assistive devices for the student (e.g., switches)

additional materials familiar to the student for use during the assessment (e.g., unit

cubes)

concentration aids used by the student (e.g., stress ball)

Information about preparing for teacher-administered and computer-delivered testlets is

available in the TEST ADMINISTRATION MANUAL.

ACCESSIBILITY STRATEGIES

Providing instruction aligned to the Essential Elements and reinforcing similar

vocabulary helps students prepare for the DLM assessment. Also, test administrators

can help students develop comfort and confidence with test formats by using practice

and released testlets.

In addition, the DLM Consortium has created online professional development learning

modules to help test administrators understand both the content standards and the

Essential Elements, and their application to students with the most significant cognitive

disabilities. Each of the interactive modules is short (30 to 45 minutes) and focuses on a

single topic. Information about these modules is available under the Professional

Development tab of the DLM website (40Thttp://dynamiclearningmaps.org40T). Most of the

modules are subject specific and provide information and strategies to help test

administrators instruct students based on the subject being assessed in Student Portal.

STRATEGIES FOR STUDENTS WITH THE MOST COMPLEX NEEDS

Two professional development modules are especially designed for instruction for

students with the most complex needs who complete the DLM assessments at the Initial

and Distal Precursor linkage levels. Professional development modules are located

through the DLM website at https://www.dlmpd.com/.

“Beginning Communicators” describes symbolic and non-symbolic forms of

communication, the distinction between pre-intentional and pre-symbolic

communicators, and identifies additional sources of support for building

communication skills.

“Symbols” is an overview of symbols to support communication and interaction.

The module also describes the use of symbols and photographs in text.

Five other modules can also be appropriate for these students:

“Writing with Alternate Pencils” describes ways to get students started with writing

when they cannot use a traditional pencil, pen, or computer keyboard. The content

of this module applies to students at all levels of literacy understanding including

students who do not yet know letter names or sounds.

http://dynamiclearningmaps.org/

https://www.dlmpd.com/


“DLM Core Vocabulary and Communication” focuses on the use of core vocabulary

as a support for communication for students who cannot use speech to meet their

face-to-face communication needs and require augmentative and alternative

communication.

“Measuring and Comparing Lengths” focuses on understanding the attribute of

length, how to compare and measure units, and the use of number lines and rulers in

the measuring process.

“Perimeter, Volume, and Mass” focuses on the basic concepts of perimeter, volume,

and mass.

“Patterns and Sequence” discusses recognizing and creating patterns as a basic

mathematics skill upon which many mathematical concepts are based, and using

repetition with variety to support student understanding of patterns.

STEP 6: EVALUATE THE ACCESSIBILITY SUPPORTS USED AFTER

ASSESSMENTS

After the student completes all the testlets during the assessment window, test

administrators and IEP teams need to evaluate the overall use of the accessibility

supports. Test administrators will then be able to further customize accessibility

supports for future assessments. Test administrators and IEP teams can use the

following list of questions to evaluate the accessibility supports used by students

(Thompson et al., 2005).

QUESTIONS TO GUIDE EVALUATION AT THE STUDENT LEVEL

This section addresses supports both in and outside of the Kite system.

a. Which accessibility supports did the student use during instruction and assessment?

b. What were the results of classroom assignments and assessments when accessibility

supports were used compared to when they were not used?

c. If a student did not meet the expected level of performance, was it caused by not

having access to the necessary instruction, not receiving the appropriate supports, or

using inappropriate accessibility supports?

d. How well did the student perceive the accessibility supports to work?

e. Which combinations of accessibility supports seemed to be effective?

f. What difficulties, if any, were encountered in the use of the accessibility supports?

g. How well did test administrators and others perceive the accessibility support to

work?

h. Did the student receive the accessibility supports documented in their IEP?

i. Are the selected accessibility supports appropriate for the student’s continued use or

should any be discontinued?


REFERENCES

Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015–2016).

Higher Education Opportunity Act, Pub. L. 110-315, § 103(a)(24) (2008).

Mineo Mollica, B. (2003). Representational competence. In J. C. Light, D. R. Beukelman,

& J. Reichle (Eds.), Communicative competence for individuals who use AAC: From

research to effective practice (pp. 107–146). Baltimore, MD: Paul H. Brookes.

Romski, M., & Sevcik, R. (1996). Breaking the speech barrier: Language development

through augmented means. American Journal on Mental Retardation, 102(3).

Romski, M., & Sevcik, R. (2005). Augmentative communication and early intervention:

Myths and realities. Infants & Young Children, 18(3), 174–185.

http://dx.doi.org/10.1097/00001163-200507000-00002

Sinharay, S., Wan, P., Whitaker, M., Kim, D., Zhang, L., Choi, S. W. (2014). “Determining

the overall impact of interruptions during online testing.” Journal of Educational

Measurement. 51(4) doi: 10.1111/jedm.12052

Thompson, S. J., Morse, A. B., Sharpe, M., & Hall, S. (2005). Accommodations manual: How

to select, administer, and evaluate use of accommodations for instruction and assessment

of students with disabilities (2nd ed.). Washington, DC: Council of Chief State

School Officers. Retrieved from https://osepideasthatwork.org/node/109

Thurlow, M., Ysseldyke, J., & Elliott, J. (1997). Increasing the participation of students with

disabilities in state and district assessments 21T (Policy Directions No. 6). Minneapolis:

University of Minnesota, National Center on Educational Outcomes. Retrieved

from ERIC database: https://files.eric.ed.gov/fulltext/ED416627.pdf

United States. (2011). Individuals with Disabilities Education Improvement Act of 2004.

http://psycnet.apa.org/doi/10.1097/00001163-200507000-00002

https://osepideasthatwork.org/node/109

https://files.eric.ed.gov/fulltext/ED416627.pdf


GLOSSARY

This glossary compiles relevant definitions and acronyms for the Dynamic Learning

Maps® (DLM®) alternate assessment.

display

enhancements

Options that change the testlet appearance on the student’s

device screen, including magnification, overlay color, inverted

color choice, and contrast color.

Educator Portal Educator Portal is the administrative application where staff

and educators manage student data and retrieve reports. Users

can access Educator Portal via https://educator.kiteaai.org/. For

information on working within Educator Portal, see the DATA

MANAGEMENT MANUAL and the EDUCATOR PORTAL USER

GUIDE on the DLM website.

engagement

activity

An activity at the beginning of a testlet that describes a

scenario, taps prior knowledge or experience, and/or

introduces the concept to be addressed. In English language

arts reading testlets, the first reading of the text often serves as

the engagement activity. In mathematics and science, the

engagement activity provides context for the items. The

engagement activity for some science testlets at the upper

linkage levels include a short video.

Essential Elements Essential Elements build a bridge from the content in the

grade-level standards to academic expectations for students

with the most significant cognitive disabilities. They are

specific statements of knowledge and skills linked to the grade-

level expectations identified in K-12 grade-level standards for

English language arts and mathematics. Essential Elements in

science are linked to the National Research Council’s

Framework for K-12.

https://educator.kiteaai.org/


First Contact

Survey

A survey used to collect background information about

students who are eligible for the DLM alternate assessments.

The survey goes beyond basic demographic information and

includes questions on communication, assistive technology

devices, motor and sensory impairments, and academic

performance.

Core questions from the First Contact survey are used to

recommend the linkage level for each Essential Element during

the fall window. Core questions are also used during the

spring window for any Essential Elements that were not tested

during the fall window.

Instruction and

Assessment

Planner

A part in Educator Portal where test administrators perform

assessment functions for a student during both the fall and

spring windows. Functions include selecting an Essential

Element and linkage level for instruction and subsequent

testing. Most data about the student can be accessed from the

Instruction and Assessment Planner, including mastery of an

Essential Element at the tested linkage level and indications

when the blueprint requirements are met.

instructionally

embedded

assessment

(IE versions)

Assessment that occurs throughout instruction in both the fall

and spring windows.

Kite Student Portal A secure customized interface used to deliver assessments to

students. All students taking the DLM alternate assessment

will have unique accounts in Kite Student Portal. Test

administrators do not have accounts in Student Portal. See the

TEST ADMINISTRATION MANUAL for more information about

Student Portal.


linkage level ELA and mathematics: A small section of the DLM learning

map model containing one or more nodes that represent critical

concepts or skills needed to learn the Essential Element. ELA

and mathematics each have five linkage levels: Initial

Precursor, Distal Precursor, Proximal Precursor, Target, and

Successor.

Science: An incremental level of complexity toward the

learning target where an assessment was developed for a

particular Essential Element. Science has three linkage levels:

Initial, Precursor, and Target. Linkage levels are always related

directly to grade-level Essential Elements but at different levels

of cognitive complexity. The Target level is most closely related

to the grade-level expectation.

materials Materials generically refer to any objects, manipulatives, and

tools used during an assessment. Materials lists are specific for

each subject during each window. The lists are found on each

state’s DLM website under Educator Resources.

node ELA and mathematics: A representation in the DLM learning

maps of an individual skill or conceptual understanding

identified in the research in ELA and mathematics.

Personal Learning

Profile

This is a collective term used to describe a student’s personal

needs and preferences settings entered in the PNP Profile in

addition to information about the student entered in the First

Contact survey in Educator Portal.

Personal Needs

and Preferences

(PNP) Profile

Student-specific information that informs Kite Student Portal

about an individual student’s personal needs and preferences.

The PNP Profile includes information the system needs to

make the student’s user interface compatible with their

accessibility needs. The PNP Profile includes information about

display enhancements, language and braille, and audio and

environmental supports. Educators who know the student

provide the information in the profile found in Educator Portal.

plan

A plan is created in the Instruction and Assessment Planner in

Educator Portal. A plan includes the educator-selected

Essential Element and educator-selected linkage level and

leads to the educator-assigned testlet for ELA, mathematics,

and science during the fall window and ELA and mathematics

during the spring window.


released testlets

A released testlet is a publicly available, sample DLM

assessment. Released testlets may be used by students and

teachers as examples or opportunities for practice. Released

testlets are developed using the same standards and methods

used to develop testlets that are used in DLM operational

assessments. New released testlets are added periodically.

state education

agency (SEA)

A state department of education.

stem The stem is the beginning part of the item that presents a

problem to solve or an item to respond to. The stem may also

include other relevant information in the item. A multiple

choice item is a common example in the DLM alternate

assessment, consisting of a stem and a set of response options

from which to choose.

technology-

enhanced items

Computer-delivered test items that require a specialized

interaction, such as click and drag. A technology-enhanced

item is any item that is not answered using direct selection.

testlet

(IE version)

A short assessment that begins with an engagement activity

and includes three to nine items, depending on the subject.

Together the items increase the instructional relevance of the

assessment and provide a better estimate of a student’s

knowledge, skills, and understandings than can be achieved by

a single assessment item. Each testlet assesses only one

Essential Element except for the writing testlet, which assesses

all writing Essential Elements together in one testlet. Testlets

are either teacher-administered or computer-delivered. More

specific information is found in the TEST ADMINISTRATION

MANUAL.


DYNAMIC LEARNING MAPS APPENDICES

APPENDIX A: OTHER SUPPORTS

The following table describes settings available under the Other Supports tab in the

Personal Needs and Preferences (PNP) Profile in Educator Portal.

Other Supports Definition

Alternate Form-

Visual Impairment

Most testlets are designed for all students taking the DLM

alternate assessment. For a limited number of Essential

Elements and linkage levels, alternate forms are provided for

students with visual impairments. These testlets are teacher

administered (not braille). When alternate forms are available,

selecting this option will direct Student Portal to deliver that

form. Alternate forms are not available for all Essential

Elements at all linkage levels. When not available, a standard

form will be delivered.

Two-Switch

System

Student Portal automatically supports two-switch step scanning

with a switch interface in which one switch is set up to emulate

the Tab key to move between choices and the other switch is set

up to emulate the Enter key to select the choice when

highlighted. Test administrators record two-switch scanning in

PNP Profile settings.

Individualized

Manipulatives

Test administrators may use manipulatives that are familiar to

students (e.g., abacus, unit cubes, interlocking blocks, counters,

linking letters).

Calculator Students may use a calculator unless the TIP indicates a

calculator may not be used.

Human Read

Aloud

Test administrators may read the assessment aloud to students.

Alternate text for test administrators who will deliver the

human read aloud will include descriptions of graphics and

alternate text descriptions of images and are provided as

additional pages after the main TIP.


Other Supports Definition

Sign Interpretation

For students whose primary mode of receptive communication

is sign language, test administrators may sign the assessment to

the student using American Sign Language (ASL), Signed Exact

English, or personalized sign systems. Sign language

interpreters use the alternate text provided in the TIP for

picture descriptions.

Language

Translation

For students who are English learners and whose best

expressive and/or receptive communication is a language other

than English, test administrators may translate the assessment

for the student. The Kite system does not provide language

translations. State policy will determine whether translation can

be used.

Masking

Masking is not an option in Student Portal, but it is an

acceptable support for students with visual impairments. Test

administrators may use a piece of paper to cover portions of the

screen to reduce visual clutter without otherwise affecting the

information or number of response options.

Test Administrator

Entering of

Responses for

Student

If students are unable to select response options themselves,

they may indicate their responses through normal response

types and/or forms of communication, such as eye gaze or

gesture; test administrators may then key in those responses.

This option is to be used only when students are unable to

independently and accurately record their responses in Student

Portal.

Partner-Assisted

Scanning (PAS)

Partner Assisted Scanning (PAS) is a support in which test

administrators assist students with scanning students’ response

options. Students indicate when their desired responses are

presented. Test administrators record PAS in PNP Profile

settings.


APPENDIX B: RELEVANT FEDERAL LEGISLATION

Every Student Succeeds Act of 2015

The Every Student Succeeds Act (ESSA) replaces the No Child Left Behind Act of 2001

and amends the Individuals with Disabilities Education Improvement Act of 2004. The

ESSA removes federally mandated interventions and instead assigns accountability at

the state level. ESSA continues to require fair assessments for students with the most

cognitive disabilities. States will

…provide for the participation in assessments of all students; the appropriate

accommodations, such as interoperability with, and ability to use, assistive

technology, for children with disabilities (as defined in section 602(3) of the

Individuals with Disabilities Education Act (20 U.S.C. 1401(3))), including

students with the most significant cognitive disabilities, and students with a

disability who are provided accommodations under an Act other than the

Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), necessary to

measure the academic achievement of such children relative to the challenging

state academic standards or alternate academic achievement standards described

in paragraph (1)(E). [Sec. 1111 2 B vii I II]

Individuals with Disabilities Education Improvement Act of 2004

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA)

specifically governs services provided to students with disabilities. Accountability at the

individual level is provided through IEPs developed for each student’s unique needs.

IDEA requires the participation of students with the most cognitive disabilities in state-

and district-wide assessments. Specific IDEA requirements include:

Children with disabilities are included in general state- and district-wide

assessment programs, with appropriate accommodations, where necessary [Sec.

612 (a)(16)(A)]. The term “individualized education program” or “IEP” means a

written statement for each child with a disability that is developed, reviewed,

and revised in accordance with this section and that includes…a statement of any

individual modifications in the administration of state- or district-wide

assessments of student achievement that are needed in order for the child to

participate in such assessment; and if the IEP team determines that the child will

not participate in a particular state- or district-wide assessment of student

achievement (or part of such an assessment), a statement of why that assessment

is not appropriate for the child; and how the child will be assessed. [Sec. 614

(d)(1)(A)(V) and (VI)]


APPENDIX C: DLM ACCESSIBILITY WORKSHEET FOR TEST ADMINISTRATORS AND IEP TEAMS

States may use this worksheet to indicate which supports must be determined by IEP teams and to document the supports provided

to each student. When updating supports during testing, note that Category 1 supports update in the system immediately, as do

individual manipulatives and calculator use from Category 2. However, four of the Category 2 supports require 24 hours to update:

braille, Alternate Form—Visual Impairment, Single-Switch, and Two-Switch systems.

Accessibility

Support

Settings in the PNP

Profile that activate

supports within

Student Portal

Settings in the

PNP Profile that

requires supports

or materials in

addition to those

within Student

Portal

Settings in the

PNP Profile that

require supports

provided by the

test administrator

outside of

Student Portal

Settings

Selected for

STUDENT

NAME

Notes and

Evaluation

Category 1

Magnification X

Overlay Color X

Invert Color Choice X

Contrast Color X

Spoken Audio

Text Only

Text and Graphics

Nonvisual

X

X

X

Category 2

Uncontracted Braille

EBAE X

Uncontracted Braille

UEB X


Accessibility

Support

Settings in the PNP

Profile that activate

supports within

Student Portal

Settings in the

PNP Profile that

requires supports

or materials in

addition to those

within Student

Portal

Settings in the

PNP Profile that

require supports

provided by the

test administrator

outside of

Student Portal

Settings

Selected for

STUDENT

NAME

Notes and

Evaluation

Single-Switch

System (Access

Profile Enabled)

X

Two-Switch System X

Individualized

Manipulatives X

Calculator See TIP

Alternate Form—

Visual Impairment X

Category 3

Human Read Aloud X

Sign Interpretation

of Text X

Language

Translation of Text X

Test Administrator

Entering of

Responses for

Student

X

Partner-Assisted

Scanning X


STATE APPENDICES

DOCUMENT HISTORY

NOTE: Page numbers are valid ONLY for the date and version noted.

They may change in future versions.

Date

Section Name/

Summary of Changes Starting Page

08/01/2019 Updates to section Changing PNP Profile Settings

During Testing

15

Updates to braille form availability during the

assessment windows in section Category 2 settings in

the PNP Profile require additional supports or

materials

22

New section Strategies for students with the most

complex needs

43

Updates to Glossary 46

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